How to make social skills intervention evidence-based and neurodiversity-affirming

What’s evidence-based and neurodiversity-affirming shouldn’t be in opposition. Effective interventions that build resilience and help kids build healthy relationships should be “affirming” by definition.

Yet many clinicians remain confused about how to apply this to practice; especially when it comes to things like “social skills” or “pragmatic language”.

One of the most common complaints I hear across disciplines when it comes to social skills support is that students don’t generalize skills. I’ve heard this from psychologists, SLPs, social workers, counselors, among others. 

The solution to the generalization problem is ALSO the answer to making intervention    ND-affirming and EBP. 

In order to do this, we need to teach the right skills with the right service delivery model. 

In episode 107 of the De Facto Leaders podcast, I share how to do this. 

I cover:

✅Why adult-led social skills groups that teach social rules lead to poor carryover

✅The two skills that should be a part of every social skills intervention plan

✅The three components to and effective service delivery model (and why pull-out therapy alone doesn’t work).

In this episode, I also mentioned my free online training where I share how to help students thrive socially, emotionally, and academically with executive functioning support. In the training, I share why some students still struggle with social skills, even though they’re going to social skills groups. You can sign up for the free training here: https://drkarendudekbrannan.com/efleadership

To get the information in written form, check out my Executive Functioning Implementation Guide here: https://drkarendudekbrannan.com/efschools

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